Abstract

The purpose of this research are to know effect toward student’s a achivement motivation, emotional quotient on basics accounting between the application of quantum learning model with ekspositori learning model. This research is an experimental research on the students of the Program Studi Ekonomi FKIP UNS. The techinique of sampling was random sampling. The sample of the research consist of 81 students that populaton to representative. The instrument use for collecting the data consisten the test of achievement test, the questionaire of achievement motivation and emotional quotient. To test the validity of the objective form, the Product moment correlation from Pearson is employed, and to test the reliability , the KR-20 was used. To evaluate the validity of questionnaire, the Alpha Cronbach formula is employed. To analyze data, researcher apllied the analysis of variance (ANOVA) multiway at significance level 0,05. The data analysis result that : (1) there is the difference of effect between the application of quantum learning and ekspositori learning models toward student’s achievement on basics accounting ( F count 4,277 > F (0.05) 3,97) (2) there is difference of effect toward student’s achievement on basics accounting between students who have high achivement motivation with those students who have low achivement motivation ( Fcount 8.753 > F (0.05) 3,97) ( (3) there is difference of effect toward student’s achievement on basics accounting between students who have high emotional quotient with those students who have low emotional quotient. ( Fcount 18.498 > F (0.05) 3,97) (4) there is interaction of the effect of the learning models ( quantum learning and ekspositori learning), achivement motivation and emotional quotient toward student’s achievement on basics accounting. ( Fcount 6,418 > F (0.05) 3,97). Considering the result of this research, the researcher propose some suggestion : first, the students achievement of basic accounting can be improved through the attempt in applying quantum learning models; second, in selecting and utilizing learning models, teacher should be consider the student achievement motivation and the student emotional quotient